nÃo hà / O computador e as novas tecnologias de informaÃÃo e comunicaÃÃo, no sÃculo XXI tÃm representado um marco referencial na atual sociedade do conhecimento em que dados e informaÃÃes, acessados via Web, potencialmente podem gerar novos saberes cientÃficos. Necessita-se entÃo articular pedagogicamente as TDIC à sala de aula integrando-as ao currÃculo, objetivando uma (re)visÃo sobre o fazer ciÃncias da(na) escola. Tomando como aporte teÃrico a aprendizagem significativa e aprendizagem colaborativa procurando ampliar as estratÃgias de aprendizagem, fez-se uso da teoria construcionista de Valente, no intuito de refletir sobre a apreensÃo dos saberes com o emprego do computador enquanto ferramenta de facilitaÃÃo da aprendizagem. Desta forma iniciou-se esta investigaÃÃo ensejando a (re)construÃÃo colaborativa da educaÃÃo cientÃfico-matemÃtica na educaÃÃo bÃsica tendo como base a colaboraÃÃo e o emprego das TDIC para se conceber esta dissertaÃÃo. O campo de anÃlise da pesquisa foi a disciplina de Ensino de CiÃncias e MatemÃtica, ofertada no ano de 2010 para os alunos do Mestrado Profissional em Ensino de CiÃncias e MatemÃtica. A abordagem metodolÃgica empregada na pesquisa foi analise textual qualitativa. Esta anÃlise consistiu na investigaÃÃo de dados que prioriza a apreciaÃÃo de relatos escritos, procura elaborar novos sentidos e entendimentos mais amplos sobre os problemas analisados. A analise textual qualitativa baseou-se (trÃs) aspectos distintos: o processo de unitarizaÃÃo ou desmontagem dos textos estudados, o processo de categorizaÃÃo ou estabelecimento de relaÃÃes entre as informaÃÃes identificadas e a comunicaÃÃo. As ferramentas de apoio empregadas para a pesquisa-aÃÃo foram vinte e nove fÃruns e a ferramenta perfil dentro do AVA TELEDUC procurando compreender imbricaÃÃes entre os relatos-textualizados produzidos em fÃruns, a fim de verificar os aspectos subjacentes relacionados à construÃÃo de saberes e a aprendizagem colaborativa. As opiniÃes, ressignificaÃÃes e relatos experimentais cujos conteÃdos foram assimilados constituÃram-se em um corpus de anÃlise a fim de verificar o processo de aprendizagem e as relaÃÃes envolvidas no processo de cooperaÃÃo entre professores, enquanto circunstÃncias promotoras de mudanÃas conceituais e atitudinais nos professores-alunos em processo de formaÃÃo strictu sensu / The computer and information technologies and communication in the twenty-first century have represented a benchmark, the current knowledge society in which data and information accessed via the Web, can potentially generate new scientific knowledge. Need is then articulate the pedagogical TDIC to the classroom by integrating them into the curriculum, aiming at (re) vision about doing science (in) school. Taking as significant theoretical learning and collaborative learning seeking to broaden the learning strategies, was made use of the constructivist theory of Valens, in order to reflect on the apprehension of knowledge with the use of the computer as a tool for facilitating learning. Thus began this research entailing the (re) building collaborative scientific and mathematical education in basic education based on collaboration and employment of TDIC to develop this thesis. The field of analysis of the research was the discipline of Mathematics and Science Teaching, offered in 2010 for students of the Professional Masters in Teaching Science and Mathematics. The methodological approach employed in the research was qualitative textual analysis. This analysis consisted of the investigation data that prioritizes assessment of written reports, seeks to elaborate new meanings and understandings about the broader problems analyzed. The textual analysis was based on qualitative (three) distinct aspects: the process of unitarization or disassembly of the texts studied, the process of categorization or establishment of relations between the identified information and communication. Support tools were employed to pesquisaÃÃo twenty-nine forums and tool profile within the AVA TELEDUC trying to understand the interplay between-transcribed reports produced in forums, to verify the underlying aspects related to the construction of knowledge and learning telecolaborativa. The opinions, reinterpretation and experimental reports whose contents were assimilated constituted a corpus analysis to verify the learning process and the relationships involved in the process of cooperation between teachers, while the circumstances that promote conceptual and attitudinal changes in teachers Pupils in the process of strictu sensu education

Made available in DSpace on 2016-04-27T16:59:06Z (GMT). No. of bitstreams: 1 Mirna Yshimine Komatsu.pdf: 497051 bytes, checksum: 3b274cf586fdc69bd1d4110b84e40374 (MD5) Previous issue date: 2010-05-13 / Secretaria da Educação do Estado de São Paulo / The aim of this study was to understand how Trainer Teachers of a Degree in Mathematics, researchers in Mathematics Education link the research in their teaching practice. To achieve our aim we have proposed two questions, which guided this work: How the Trainer Teachers recognize/value the research in their teaching practice? What are the facilities and the difficulties found of Trainers Teachers in promoting to development research in its students, future teachers? We conducted interviews with trainer teachers of an Institution of Metropolitan area of São Paulo, which offers the Degree in Mathematics, and observed for two consecutive years in the event Jornada de Educação Matemática, sponsored by the institution. To understand the research in basic training, first discussed the concept of training and types of training, then present the concept of the reflective teacher, researcher teacher and the movements regarding to teachers research. In our analysis we found that trainer teachers recognize/value the research on the motivations that sent it to the master, with the knowledge and their ideas about the types of research that help the practice of the classroom. Also found facilities and difficulties in providing incentives for research, especially at work to guide the conclusion of course, Jornada de Educação Matemática and the disciplines of the course / O objetivo deste trabalho foi o de entender como Professores Formadores de um curso de Licenciatura em Matemática, pesquisadores da área de Educação Matemática vinculam a pesquisa em sua prática docente. Para alcançar o nosso objetivo propusemos duas perguntas, as quais nortearam este trabalho: Como os Professores Formadores reconhecem/valorizam a pesquisa em sua prática docente? Quais são as facilidades e as dificuldades encontradas por Professores Formadores de um curso em Licenciatura em Matemática para favorecer o desenvolvimento de pesquisa em seus alunos, futuros professores? Realizamos entrevistas com professores formadores de uma instituição da Grande São Paulo, a qual oferece o curso de Licenciatura em Matemática, e observamos por dois anos consecutivos o evento Jornada da Educação Matemática, promovido pela instituição. A fim de compreendermos a pesquisa na formação inicial, primeiramente discutimos o conceito de Formação e os tipos de formação, em seguida apresentamos o conceito do professor reflexivo, professor pesquisador e os movimentos sobre pesquisa do professor. Em nossas análises percebemos que os professores formadores reconhecem/valorizam a pesquisa nas motivações que os encaminharam ao mestrado, com os conhecimentos adquiridos e em suas concepções sobre os tipos de pesquisa que ajudam a prática de sala de aula. Também constatamos facilidades e dificuldades no incentivo à pesquisa, principalmente no trabalho de orientação do Trabalho de Conclusão de Curso, na Jornada da Educação Matemática e nas disciplinas do curso

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-08-03T22:56:26Z No. of bitstreams: 1 O Curso de Pedagogia o que dizem os egressos sobre o seu lugar de professor alfabetizador - SELMA.pdf: 5116254 bytes, checksum: 9d72b0625f43dc4b9374b51e9cfc5ff4 (MD5) / Made available in DSpace on 2015-08-03T22:56:26Z (GMT). No. of bitstreams: 1 O Curso de Pedagogia o que dizem os egressos sobre o seu lugar de professor alfabetizador - SELMA.pdf: 5116254 bytes, checksum: 9d72b0625f43dc4b9374b51e9cfc5ff4 (MD5) Previous issue date: 2015-05-19 / Illiteracy in Brazil is an educational, social and political issue of great importance that creeps along our history, being the education of the alphabetizing teacher one of the factors that needs to be rethought, so that we can overcome it. In this perspective, we ask: how the current educational proposal of the course of pedagogy of UEFS has contributed to the training of literacy teachers? As teachers who are trained in that course feel about the task of teaching reading and writing? The proposition of the Pedagogy Program, according to the Resolution CNE / CP 01/2006, defines teaching as basis for the formation of the pedagogue, and this act primarily in childhood education and the early grades of elementary school, when the procurement processes reading and writing should be consolidated. In this sense, the objective of this work is known prospects of graduates teachers about the importance of the course of pedagogy of UEFS in their own training as literacy teachers. This qualitative study was used as methodological strategies documentary research on the norms of that course and curricular organization (national and local levels) and the semi-structured interviews with five teachers who worked in 1st year classes in 2014, discharged of the course Pedagogy of UEFS. During the research, we approach the different conceptions of literacy that permeate the history of education in Brazil and the various theoretical and methodological insights into the process of literacy looking for directly influence the pedagogical practice of literacy teacher, from theoretical as Ferreiro (2012) Soares (2002, 2004), Britto (2003), Kleiman (2007), Mortatti (2000) and Morais (2006). We also discuss some ideas about curriculum, using as support the contributions of Gimeno Sacrist?n (2000), Veiga-Neto (2002), Goodson (2007) and Silva (1999), passing then to discuss the historical construction of the curriculum of the course pedagogy in Brazil and its relation to the formation of literacy teachers, from authors like Saviani (2012), Lib?neo (2006), Pimenta (1999), Brzezinski (2012) and Scheibe (2007).Finally, we analyze the course of pedagogy of UEFS from regulatory and organizational documents, as well as interviews with teachers, subject of this research, trying to understand the place and the importance of literacy in that course, with the contribution of theoretical above, and Tardif (2011), Brito (2006), N?voa (2009), Weisz (2003), among others. The research signaled, among other things, the persistent lack of identity of course, observed since its genesis, intending, at present, form the teacher to work in early childhood education classes and the early grades of elementary school as well as the specialist to act in the school field and not educational spaces, which promotes swelling and fragmentation of the curriculum, tending to the superficiality and precarious training and; the need for a review of the course of pedagogy of UEFS (as locus of teacher who teaches reading and writing), emphasizing that literacy needs to gain more space on your curriculum, considering the urgent need to qualify the training of teachers for reading and writing education, ensuring all learners the right to enter the world of literacy consciously and competently. / O analfabetismo no Brasil se constitui num problema educacional, pol?tico e social de grande relev?ncia que se arrasta ao longo da nossa hist?ria, sendo a forma??o do professor alfabetizador um dos fatores que precisa ser repensado, a fim de que possamos super?-lo. Nessa perspectiva, questionamos: como a atual proposta pedag?gica do curso de Pedagogia da UEFS vem contribuindo para a forma??o de professores alfabetizadores? Como os professores que s?o formados no referido curso se sentem com rela??o ? tarefa de ensinar a ler e escrever? A proposi??o do Curso de Pedagogia, segundo a Resolu??o CNE/CP 01/2006, define a doc?ncia como base para a forma??o do pedagogo, devendo este atuar, prioritariamente, na Educa??o Infantil e nas s?ries iniciais do Ensino Fundamental, quando os processos de aquisi??o da leitura e da escrita devem ser consolidados. Nesse sentido, o objetivo geral deste trabalho se constitui em conhecer as perspectivas de professores egressos sobre a import?ncia do curso de Pedagogia da UEFS na sua pr?pria forma??o como professores alfabetizadores. Este estudo de car?ter qualitativo, utilizou como estrat?gias metodol?gicas a pesquisa documental sobre as normatiza??es do referido curso e sua organiza??o curricular (em ?mbitos nacional e local) e a entrevista semiestruturada com cinco professoras que atuavam em classes de 1? ano em 2014, egressas do curso de Pedagogia da UEFS.Ao longo da pesquisa abordamos as diferentes concep??es de alfabetiza??o que permeiam a hist?ria da educa??o no Brasil e as diversas compreens?es te?ricas e metodol?gicas sobre o processo de alfabetiza??o que buscam influenciar diretamente a pr?tica pedag?gica do professor alfabetizador, a partir de te?ricos como Ferreiro (2012), Soares (2002, 2004), Britto (2003), Kleiman (2007), Mortatti (2000) e Morais (2006). Discutimos tamb?m, algumas ideias sobre curr?culo, utilizando como suporte as contribui??es de Gimeno Sacrist?n (2000), Veiga-Neto (2002), Goodson (2007) e Silva (1999), passando, em seguida, a discorrer sobre a constru??o hist?rica do curr?culo do curso de Pedagogia no Brasil e sua rela??o com a forma??o de professores alfabetizadores, a partir de autores como Saviani (2012), Lib?neo (2006), Pimenta (1999), Brzezinski (2012) e Scheibe (2007). Por fim, analisamos o curso de Pedagogia da UEFS a partir de documentos normativos e organizacionais, bem como das entrevistas realizadas com as docentes, sujeitos dessa pesquisa, buscando compreender o lugar e a import?ncia da alfabetiza??o no referido curso, contando com a contribui??o dos te?ricos supracitados, al?m de Tardif (2011), Brito (2006), N?voa (2009), Weisz (2003), entre outros. A investiga??o sinalizou, dentre outras coisas, para a persistente aus?ncia de identidade do curso, observada desde a sua g?nese, pretendendo, na atualidade, formar o docente para atuar em classes de Educa??o Infantil e s?ries iniciais do Ensino Fundamental como tamb?m o especialista para atuar no campo escolar e em espa?os n?o educativos, o que promove o incha?o e a fragmenta??o do curr?culo, tendendo para a superficialidade e precariza??o da forma??o e; paraa necessidade de uma revis?o do curso de Pedagogia da UEFS (enquanto l?cus da forma??o do professor que ensina a ler e a escrever), ressaltando que a alfabetiza??o precisa conquistar um maior espa?o em seu curr?culo, considerando que urge qualificar a forma??o docente para o ensino da leitura e da escrita, garantindo a todos os educandos, o direito de ingressar no mundo da cultura letrada de forma consciente e competente.

Made available in DSpace on 2017-07-10T16:17:17Z (GMT). No. of bitstreams: 1 Dissertacao_Helio_Clemente_ Fernandes.pdf: 2321742 bytes, checksum: 3aa62e96c856ad27ecab7472071402ff (MD5) Previous issue date: 2010-03-05 / This research seeks to better understand the teaching. We made a historical approach since the early communities and to the way the organization slave, feudal and capitalist present some data showing how it takes place today and reflect on the categories of pauperization, impoverishment and proletarianization. The main objective is to understand the teaching, which in turn can not be sufficiently scaled regardless of its connection to the whole of society. The research is supported by authors who have dealt with this theme, however, also contains some elements of field research that shows the health status of teaching in Parana. The bibliography worked to establish relationships between teachers' work and the way society organizes and prepares people to live in itself. The study is divided into three chapters. The first entitled Panorama of teaching: the primitive communities the modern age. This seeks to build the background to understand the teachers' work with reference to its origin in history. Reflected on the teaching work in connection with the various companies they operated in the past and focus today. The second chapter "The teachers' work: from Brazil to the State of Paraná, highlights some features of teaching in Brazil, in order to complete the historical context to provide elements that allow the unveiling of the Parana State from 2002, seeking help, specifically in the discussion of health workers from the present reality in Western State, with the vantage point of the city of Cascavel, PR. In this chapter point to some data that show how the work is done teaching in Parana and the conditions under which it takes place. The third chapter received the title The teaching and pauperization, impoverishment and proletarianization, intends to investigate the implications of the development of capitalism in Brazil about the teaching profession, especially since the 1990s. This study allows us to infer some changes that have occurred in education and teaching as the changes occur in society. / A presente pesquisa busca melhor compreender o trabalho docente. Para tanto, realizamos uma abordagem histórica desde as comunidades primitivas, passando pelo modo de organização escravocrata, feudal e capitalista; apresentamos alguns dados que demonstram como ele ocorre na atualidade e refletimos sobre as categorias de pauperização, precarização e proletarização. O objetivo central é entender o trabalho docente, que por sua vez, não pode ser suficientemente dimensionado sem levar em consideração a sua ligação como a totalidade social. A pesquisa apoia-se em autores que se ocuparam desta temática, porém, também contém alguns elementos de pesquisa de campo que evidencia as condições da saúde do trabalho docente no Paraná. A bibliografia trabalhada permite estabelecer relações entre o trabalho docente e a forma como a sociedade se organiza e prepara os indivíduos para viverem nela mesma. O estudo está dividido em três capítulos. O primeiro intitulado Panorama do trabalho docente: das comunidades primitivas a Idade Moderna. Este procura construir o pano de fundo para se compreender o trabalho docente tendo como referência sua origem na história. Reflete-se sobre o trabalho docente em conexão com as diferentes sociedades que vigoraram no passado e incidem nos dias de hoje. O segundo capítulo denominado O trabalho docente: do Brasil ao Estado do Paraná, destaca alguns traços do trabalho docente no Brasil, com o intuito de completar o contexto histórico para indicar alguns elementos que possibilitem o desvelar deste no Estado do Paraná a partir de 2002, buscando contribuir, de modo específico, na discussão acerca da saúde desses trabalhadores a partir da realidade presente na Região Oeste do Estado, tendo como ponto de observação a cidade de Cascavel, PR. Neste capítulo apontam-se alguns dados que demonstram como é realizado o trabalho docente no Paraná e as condições em que ele se processa. O terceiro capítulo recebeu como título O trabalho docente e a pauperização, precarização e proletarização, pretende verificar as implicações do desenvolvimento do capitalismo no Brasil sobre o trabalho docente, sobretudo a partir da década de 1990. Este estudo permite inferir algumas mudanças que ocorreram no âmbito da educação e do trabalho docente conforme ocorrem as transformações na sociedade.

This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample time to integrate what they learned into their planning and instructional design. At the end of the study, teachers were given another questionnaire, similar to the first one, where they had to rank themselves on skills, education, and teaching methods for general education students and gifted students after the professional development. Comparisons between the two questionnaires showed that teachers were more confident in how to meet individual students' needs through differentiation after the trainings than before the study. In fact, before the study, 50% of teachers reported that the needs of gifted students are not being met in the general classroom setting; but, after the study, that number dropped to only 6%. Because teachers felt more confident in their abilities to teach gifted students in the traditional classrooms, the students' needs were addressed.

The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998 / first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML / 4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo / lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo / s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99. This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews. The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo / s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo / perception of their strengths and weaknesses in HEC&rsquo / s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo / competence in language and subject knowledge, inclass and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.

This study aimed at investigating the relationship between English instructors&rsquo / negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo / Rahim Organizational Conflict Inventory II (ROCI II)&rdquo / and &ldquo / Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, &Ccedil / ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo / use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.

The present study aimed to investigate the self-efficacy levels of prospective teachers and to examine whether attitude towards teaching, competency in subject matter, mentor teacher - student teacher relationship and being a graduate of Anatolian Teacher High School (ATHS) predicted prospective teachers&rsquo / self-efficacy for teaching regarding classroom management, student engagement and instructional strategies. Participants of the study were 179 fourth year prospective teachers of English studying at the Foreign Language Education Departments of Gazi University, Middle East Technical University and Hacettepe University. Data was collected through (1) Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Hoy, 2001), (2) Relationship with Your Mentor Scale (Capa &amp / Loadman, 2004), (3) Scale for Students&rsquo / Attitudes Towards the Teaching Profession (Semerci, 1999). Data analysis was conducted using the statistical software SPSS 15.0. Results of the study revealed that the prospective teachers of English feel quite positive about teaching when their self-efficacy composite scores were considered. In relation to the self efficacy levels of prospective teachers regarding classroom management, student engagement and instructional strategies, the results of this study showed that pre-service teachers of English believe that they are more efficacious in applying instructional strategies than they are in engaging students and they are found to be the least efficacious in managing the classroom. According to the results attained through hierarchical regression analyses, attitude towards teaching variable significantly predicted self-efficacy composite scores, efficacy scores for student engagement, classroom management and instructional strategies. Self-efficacy composite scores and efficacy for instructional strategies were significantly predicted by the competency in subject matter variable. Mentor teacher-student teacher relationship variable predicted only the efficacy for student engagement scores and finally the findings indicated that being a graduate of ATHSs was a significant predictor for neither efficacy belief composite scores nor the subscales. Findings were discussed in the light of the literature and implications of the findings and recommendations for practice and further research have been presented.

The main purpose of this study was to design and develop a suitable and authentic online case-based learning environment for the classroom management course and to investigate the preservice teachers&rsquo / learning experience in this environment specifically in terms of problems solving skills, motivation, study habits and self-confidence. Having this purpose in mind, action research method in the form of qualitative research methodology was conducted. The main characteristic of the action research is its active and practical nature. Action research has a spiral structure and continues through action cycles. In present study, three action cycles were conducted in a spiral process. The participants of the study were 32 Elementary Science Education students (7 males and 25 females) who were third-year and enrolled classroom management course. Before the implementation, the researcher analyzed current case-based learning environments and methods in teacher education and developed the first version of the VOCABLE. During the implementation the researcher, as the assistant instructor of the course, led VOCABLE practices and made necessary revisions on VOCABLE. Through action cycles data were collected by group interviews, personal interviews, video records of the implementations, expectation and evaluation questionnaires, VOCABLE logs and, electronic posts. The data were analyzed by using descriptive and content v analysis techniques. Results showed that VOCABLE solved the preservice teachers practice problem in classroom management course. Specifically, VOCABLE contributed preservice teachers&rsquo / problem solving abilities, motivation and self-confidence. Also it helped them to be used to teaching profession. On the other hand VOCABLE did not affect their study habits.